Year: 2025
Type: article
Abstract: The study is justified by offering guidelines that help teachers understand the cultural and social challenges and demands of students, integrating them into the teaching of Mathematics. To this end, a theoretical foundation was developed based on Ethnomathematics, teacher education, Decoloniality and decolonial Ethnomathematics, to develop concepts that lead to on-demand ethnography as a possibility of affective/methodological education of Mathematics teachers through decolonial Ethnomathematics. The study, of a theoretical nature, is configured as an essay. In the end, three aspects for the affective/methodological education of teachers were identified: i) allowing oneself to be affected through a sentipensante attitude; ii) knowing the environment inserted by the precepts of on-demand ethnography and liberating pedagogy; iii) decoding of signs based on emic ethnomodeling.
Source: Educação Matemática Debate
Author: Douglas Matheus Gavioli Dias
Institution: Secretaria da Educação
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410626848